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ERIC Number: EJ1141985
Record Type: Journal
Publication Date: 2017
Pages: 24
Abstractor: As Provided
ISSN: ISSN-1937-6928
Differences in Strategy Use in the Reading Comprehension of Narrative and Science Texts among Students with and without Learning Disabilities
Botsas, George
Learning Disabilities: A Contemporary Journal, v15 n1 p139-162 2017
The aim of the study was to investigate differences in cognitive and metacognitive strategy use in the reading comprehension of narrative and expository texts among students with learning disabilities (SLD) and without learning disabilities (SWOLD). A total of 122 fifth and sixth graders took part in the study. Half of them (n = 61) were SLD facing severe reading comprehension problems, while the rest were good readers. Two think-aloud procedures were used to assess strategy use of a narrative and an expository text. Various inconsistencies were inserted in order to force students to use strategies and presented on a PC screen. Reading comprehension of both types of texts was evaluated by measuring blocks of meaning recalled by the students after completing the think-aloud procedure. Findings are discussed in light of reading comprehension disabilities, metacognition, and the domain-specific nature of cognitive and metacognitive abilities.
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece
Grant or Contract Numbers: N/A